Universidad Católica de la Santísima Concepción

Facultad de Educación

Pedagogía en Educación Media en Inglés

Resources folder

ESL Methodology

María Gabriela Sanhueza

Students: Rocío Muñoz

María Lagos

Concepción, November 2014

My favourite music Band.

1. Purpose

Student will be able to retell information, in written.

2. Stage in the lesson

This activity is implemented in the production stage.

3. Who is intended for

This activity is intended for intermediate students.

Activity 1:

- In groups of four investigate about a Music Band that you like and write a summary in

400 words.

Process:

- In groups of four:

You will search for information about a Music band.

You should have at least two different sources of information.

You must focus on the following aspects:

-History of the band, how did they begin? How did they meet each other?

-Style of the band: music style, members’ style.

-Prizes (if they have won one).

-Tours.

-CDs.

All students should investigate about the aspects and write the summary all together,

following a chronological order.

Students will describe all aspects using adjectives i.e.: He is polite/impolite; it was

completely/incompletely difficult/easy.

My favourite music band rubric:

Student’s name:

Date:

Category

4 3 2 1

Organization The all summary is very

well organized. All the

ideas and instructions are

presented in the correct

order.

The summary is well

organized. Some ideas

and instructions are

presented in the correct

order.

It is difficult to

find the correct

order of the

summary. Ideas

are not good

presented.

Ideas are written at

random. Instructions

were not followed.

Language Use Zero or few errors (up to

5) and grammar mistakes

are presented in the

summary.

Some errors (less than

10) and grammar

mistakes are presented

in the summary.

Writers make lots

of errors (more

than 10) and

grammar mistakes.

The summary is full

errors and grammatical

mistakes. Also, spelling

makes summary difficult

to be understood.

Cooperative work Student cooperates with

his/her classmates' work.

Student participates

actively in the

development of the task

making good

contributions and works to

achieve the group goal.

Student cooperates

with his/her group, but

his/her contributions

needs to be

complemented by other

classmates'

contribution.

Student cooperates

mostly if someone

asked him/her.

Student needs to

be supervised

constantly to make

contributions.

Student barely

contributes with the

group. He/she almost

does not participate in

the task and requires to

be supervised constantly.

Length

The summary has the 400

words that were required.

The summary has

between 390- 350

words. Not all words

required.

The summary has

less than 350

words. Not

completely ideas.

The summary has less

than 250 words. It makes

the summary incomplete

and difficult to

understand.

My favourite person in the world.

1. Purpose

Students will be able to describe their favourite person in the world, orally.

2. Stage in the lesson

This task is implemented in the production stage.

3. Who is intended for

This activity is intended for intermediate students.

Activity 2:

You will choose one of the following pictures as your favourite person in the world.

Make a brief oral presentation explaining why he/she is your favourite person.

Take into consideration the following aspects:

-Explain who the person is.

-Give reasons supporting your election.

-Mention common things between you and your person. (Hobbies, food, etc.)

My favourite person in the world rubric

Student’s name:

Points:

Criteria Excellent Good Acceptable Insufficient

8-7 6-5 4-3 2-1

Student explains who the person is.

Student gives reasons

supporting his/her election.

Student mentions common hobbies, food, likes, dislikes.

The student speech is fluent.

Student does not make

pronunciation mistakes.

Total points: 40

Summer destination

1. Purpose

Students will be able to talk about their plans for the summer, orally.

2. Stage in the lesson

This activity is implemented in the production stage.

3. Who is intended for

This activity is intended for advance students.

Activity 3:

Practice descriptions of places using photos from travel brochures. Give each group a

selection of 5-6 places. Ask them to take turns in describing the place in their picture: the climate, the location, the activities you can do there. Make sure you have a good contrast in

climates/urban and rural/developed or very deserted places. Then either:

a. Ask each group to select their favourite destination from the pictures you have given

them. Go round the class and ask them to say why they would like to visit the place in the picture.

b. Or ask them to use their pictures to pick a holiday for a honeymoon couple, a group of teenagers and a retired couple. Each group presents their choice to the class explaining why

they have chosen this holiday, why it is suitable.

Taken from BBC British Council:

https://www.teachingenglish.org.uk/article/summer-destinations

Summer destination rubric.

Names:

TOTAL: 25/___

Criteria Below expected level At expected level Above expected level

1pt 3pts. 5pts.

Introduction of topic Topic introduced,

purpose of talk was not clear to the audience.

Topic introduced clearly,

and purpose of talk was made clear.

Topic introduced clearly and

in an interesting way. Purpose of talk was made clear.

Development of topic Some links and connections made

between ideas. Points are usually developed with

minimum detail. Information is usually relevant.

Links and connections between ideas made clear.

Information was relevant. Points were developed with

sufficient and appropriate details.

Links and connections between ideas made clear.

Information was relevant and well chosen. Points were

well-organised and developed with sufficient and appropriate details.

Ability to engage and involve audience

Techniques used to engage audience were minimal, or mainly ineffective.

Speaker used techniques such as eye contact, gestures and surprising facts.

An interesting approach taken to topic. Speaker used techniques such as eye

contact, gestures and surprising facts.

Voice: clarity, pace, fluency

Presenter occasionally spoke clearly and at a

good pace.

Presenter usually spoke clearly to ensure audience

comprehension. Delivery was usually fluent.

Presenter spoke clearly and at a good pace to ensure

audience comprehension. Delivery was fluent and expressive.

Use of visual/audio-visual aids.

Visual/audio-visual aids

were not appropriate and did not support the

presentation.

Visual/audio-visual aids

supported the presentation effectively.

Visual/audio-visual aids were

carefully prepared and supported the presentation

effectively. The aids added impact and interest to the presentation.

Reading comprehension

1. Purpose

Students will be able to discriminate important information.

2. Stage in the lesson

This activity is implemented in the practice stage and it is a freer practice.

3. Who is intended for

This activity is intended for intermediate students.

Activity 4

Students will work in group of 4, they will be provided with 4 articles and highlighter from different colours.

Students have to highlight with green the topic of the article, with light blue the place in

which the news takes place, with pink the people that was involved and with yellow the main ideas of every paragraph.

Adapted from: education.com

http://www.education.com/activity/article/reading_highlights_first/

Reading comprehension rubric

Names: - Total points: 20/ ____

-

-

-

Criteria Excellent Good Acceptable Poor

4 3 2 1

Students recognize the main topic of the news.

Students recognize the place in which the news takes place.

Students recognize the people that participate in the news.

Students identify the main idea of every

paragraph.

Students work together.

Creating a book review

1. Purpose

Students will be able to identify relevant facts about a book.

2. Stage in the lesson

This activity is implemented in the production stage.

3. Who is intended for

This activity is intended for intermediate students.

Activity 5:

Students have to work in pairs, they will analyse a book that both of them have read. They have to design a poster writing a brief summary of the book, listing the main characters and

their main characteristics, mention the main topic of the book, and include pictures related to the book.

Adapted from: Education.com

http://www.education.com/activity/article/wordsIknowbook_preschool/

Criteria Below expected Expected level Above expected

1-2 3-4 5-6

Reading

comprehension

The summary include

the main aspects of the book.

Students mention just the main characters.

The characteristics

provided represent the characters.

The topic of the book

was clearly stated.

Grammatical

aspects.

Students do not make grammatical mistakes.

There is no spelling

problems.

Physical

The poster is attractive.

appearance Students include

images.

Pronunciation practice

1. Purpose

Students will be able to differentiate and recognize different sounds.

2. Stage in the lesson

This activity is intended to be developed in the practice stage and it is controlled practice.

3. Who is intended for

It is intended for beginners.

Activity 6:

Students will work in pairs. They will answer a worksheet based on pronunciation of

some words. After completed the worksheet, students will be asked to pronounce some of the words that are written in phonetic symbols. Finally the teacher will correct the

worksheet.

Adapted from: BBC Learning English

http://downloads.bbc.co.uk/worldservice/learningenglish/pronunciation/pdf/quiz/pronun

ciation_quiz_1.pdf

Criteria Yes No

Students are able to differentiate the sounds

Students are able to differentiate the phonetic transcriptions.

Students are able to differentiate different

sounds of ED endings.

Students are able to differentiate minimal pairs.

Students are able to pronounce correctly.

Famous people and places.

1. Purpose

Students will be able to comprehend explicit information and topics related with famous

places and people.

2. Stage in the lesson (controlled, freer practice, production)

This activity is controlled.

3. Who is intended for: Context.

It is intended for eighth grade and intermediate students (8º)

Activity 7:

Students are going to listen a text related to a famous place in which happened an important issue about the history of our country (Morro de Arica, Estrecho de Magallanes, Cerro Santa Lucía, and then they are going to ask the following questions: Where is it located?

How old is it? How can you get there?, and they are going to ask questions with simple past like: What happened there? Who was there? Why was that place important?

Adapted from:

http://www.google.cl/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCEQFjAB&url=http%3A%2F%2Fcurriculumenlinea.mineduc.cl%2Fdescargar.php%3Fid_doc%3D201106211535340&ei=N85sVIOUKMq1sATj44H4Cw&usg=AFQjCNEBT3rvo0hg7RDtm

8S4IVK-8pWppw&bvm=bv.80120444,d.cGU

Daisy`s life.

1. Purpose

Student will be able to comprehend the structure of the simple present tense which is

presented in a context.

2. Stage in the lesson

Controlled practice.

3. Who is intended for: Context

It is intended for beginner students in sixth grade (6º).

Activity 8:

Daisy is chatting to her brother Oliver, and his best mate Alfie, about her new boyfriend. Daisy and Oliver’s mum is working in Thailand this week. Students are going to watch a video related to the grammatical structure which is presenting in a context and then they

have to complete the following activities. Teacher is going to guide them to complete the exercises and is going to explain the structure if it was necessary.

Adapted from:

http://www.educarchile.cl/ech/pro/app/detalle?ID=221829

Answer Key:

http://learnenglishteens.britishcouncil.org/sites/teens/files/inviting_someone_to_the_cinema_-_answers_1.pdf

Meeting a friend.

1. Purpose

Student will be able to comprehend how to introduce themselves using the structure of the

simple present.

2. Stage in the lesson

Controlled practice.

3. Who is intended for: Context

This activity is intended for beginners.

Activity 9:

Students are going to listen a conversation between two friends introducing themselves using the structure of the simple present tense. Students are going to complete a gap filling

activity individually and the teacher is going to monitoring.

Activity 10

http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/introducing-friend

Answer key: http://learnenglishteens.britishcouncil.org/sites/teens/files/introducing_a_friend_-

_answers_0.pdf

Sophie and Emy.

1. Purpose

Students will be able to comprehend the structure of the simple present continuous and the present perfect.

2. Stage in the lesson

Controlled practice.

3. Who is intended for: Context

This activity is for intermediate students of second grade (2º).

Activity 10:

Sophie is working in Dubai but Amy was hoping she may be able to ask her a favour. Student are going to watch a video and they have to complete a gap filling activity and the

teacher is going to monitoring the activity.

Adapted from:

http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/present-

perfect-simple-and-continuous

Answer key:

http://learnenglishteens.britishcouncil.org/sites/teens/files/gs_present_perfect_simple_and_continuous_-_answers_0.pdf

The payback.

1. Purpose

Students are going to be able to comprehend the use of the phrasal verbs in real context.

2. Stage in the lesson

Controlled practice.

3. Who is intended for: Context

This activity is intended for intermediate students of fourth grade (4º).

Activity 11:

Students are going to watch and listen a conversation between a group of friends. Students

are going to complete a gap filling activity according to the information that are going to listen from the video. Teacher is going to monitoring the activity.

Adapted from:

http://learnenglishteens.britishcouncil.org/sites/teens/files/the_payback_-_exercises_1.pdf

Answer key:

http://learnenglishteens.britishcouncil.org/sites/teens/files/the_payback_-_answers_0.pdf